In behavior analysis, what does the term "response class" refer to?

In behavior analysis, what does the term "response class" refer to?

• A. A collection of physically similar responses
• B. A group of responses maintained by the same reinforcer
• C. A one-time event of behavior
• D. A sequence of unrelated behaviors

Answer: (B)

The term "response class" in behavior analysis refers specifically to a group of responses that are maintained by the same reinforcer. This concept is fundamental in understanding how behaviors can vary in form but are governed by the same function or outcome. For example, if a child engages in different forms of vocalization—such as calling for attention or asking for a snack—if both behaviors are reinforced by receiving attention, they are considered part of the same response class. This concept highlights that while the topography (or form) of the responses may differ, the underlying reason for why those behaviors occur is similar. Understanding response classes allows practitioners to implement more effective interventions by identifying the functions of behavior rather than focusing solely on the specific behaviors themselves. This also establishes a basis for teaching and modifying various behaviors that serve similar purposes. The other options do not capture the essence of a response class. For instance, a collection of physically similar responses might describe behaviors with similar physical attributes rather than functional similarities. A one-time event of behavior describes a singular instance rather than a grouping of behaviors. A sequence of unrelated behaviors would imply a lack of functional connection, which is contrary to the definition of a response class.

The term "response class" in behavior analysis refers specifically to a group of responses that are maintained by the same reinforcer. This concept is fundamental in understanding how behaviors can vary in form but are governed by the same function or outcome. For example, if a child engages in different forms of vocalization—such as calling for attention or asking for a snack—if both behaviors are reinforced by receiving attention, they are considered part of the same response class.

This concept highlights that while the topography (or form) of the responses may differ, the underlying reason for why those behaviors occur is similar. Understanding response classes allows practitioners to implement more effective interventions by identifying the functions of behavior rather than focusing solely on the specific behaviors themselves. This also establishes a basis for teaching and modifying various behaviors that serve similar purposes.

The other options do not capture the essence of a response class. For instance, a collection of physically similar responses might describe behaviors with similar physical attributes rather than functional similarities. A one-time event of behavior describes a singular instance rather than a grouping of behaviors. A sequence of unrelated behaviors would imply a lack of functional connection, which is contrary to the definition of a response class.